Code of Behaviour

Code of BehaviourIntroductory StatementThe Code of Behaviour of January 2014 was drawn up following consultation between the Board of Management, the school’s teaching staff and representatives from the Parents’ Association, in accordance with ‘Developing a Code of Behaviour: Guidelines for Schools’ (NEWB: 2008). The Code was reviewed in April 2018 and minor amendments made to improve its clarity and readability. RationaleThe Code of Behaviour is designed to foster an orderly, harmonious school where high standards of behaviour are expected and supported. We hope that life in our school, both in the classroom and at play, will be pleasant for all children and those who care for and teach them, as a result of this Code.The Code also allows us to fulfil our legal requirements under the Education Act 1998, the Education Welfare Act 2000 and to comply with ‘Developing a Code of Behaviour: Guidelines for Schools’ (NEWB: 2008). The Code of Behaviour plays an integral role in nurturing the characteristic spirit of our school, as outlined below.

Relationship to the Characteristic Spirit of the SchoolSt Patrick’s NS, Clonbullogue is a primary school under the patronage of the Catholic Bishop of Kildare and Leighlin. Our school is committed to the following aims:

Enabling each child to live a full life and to realise his/her full potential as a unique individual;

Enabling each child to develop socially through interacting and co-operating with others;

Preparing each child for further education, work and lifelong learning through the provision of appropriate learning opportunities;

Creating an atmosphere conductive to the development of the child, based on fairness, respect and tolerance;

Fostering, developing and maintaining a good home-school relationship.

Our school seeks to nurture the children in all dimensions of their lives and to provide quality learning experiences through a broad, balanced and relevant curriculum in a safe and happy environment.We seek to foster a spirit of mutual respect within our school for everyone, including those of different religious affiliations, different nationalities and different abilities. (See Equality Policy).We maintain a close relationship with parents and the local community, and we encourage our pupils to participate in parish activities where appropriate. We recognise the importance of social and moral, as well as academic, education and the great importance of parental involvement in all aspects of their children’s education. (See Parental Involvement Policy).

Aims of the Code of BehaviourSt Patrick’s NS aims, through this policy, to:

Allow the school to function in an orderly way where children can make progress in all aspects of their development;

Create an atmosphere of respect, tolerance and consideration of others;

Promote positive behaviour and self-discipline while recognising the difference between children, and the need to accommodate these differences as far as possible;

Ensure the safety, happiness, and well-being of all members of the school community;

Assist parents and pupils in understanding the systems and procedures that form part of school life and to seek their co-operation in the application of these procedures;

Ensure that the system of rules, rewards and sanctions are implemented in a fair and consistent manner throughout the school;

Develop pupils’ self-esteem and sense of responsibility and to foster respect for themselves and others;

Enable teachers to teach effectively without unnecessary disruption.

Underlying principles: The principles of this Code of Behaviour are consistent with those of ‘Developing a Code of Behaviour: Guidelines for Schools’ (NEWB: 2008), namely that the Code:

Provides clarity regarding what is expected of all members of the school community;

Affirms that everyone’s behaviour matters in the nurturing of an orderly, harmonious school;

Focusses on promoting good behaviour;

Balances the educational needs of a student whose behaviour is unacceptable with the educational needs of other students in the school;

Recognises that relationships of trust between staff and students are crucial;

Focuses on personal responsibility and self-discipline;

Ensures equity and fairness in its application;

Recognises educational vulnerability, and the commitment of the school to provide positive support to students;

Attends to the welfare of students;

Attends to the welfare of staff and other members of the school community;

Promotes safety, dignity and freedom from threat of violence for all members of the school community.

Standards of behaviour expected in St Patrick’s NS Clonbullogue:The standards of behaviour expected in St Patrick’s require all members of the school community to show respect to each other, and therefore reflect values such as: respect for self and others, kindness and willingness to help others, courtesy and good manners, fairness, forgiveness, readiness to use respectful ways of solving difficulties and conflict. Children are expected to be committed to their own learning and that of their peers. Taking the above into account, the general rules in operation in the school for pupils are as follows. Pupils may be involved, as appropriate, in devising rules specific to their own classrooms that are in keeping with the general standards of behaviour expected throughout the school. Additional specific rules may be communicated to pupils from time-to-time in response to changing school circumstances.

School rules from the pupil’s perspective:My own safety:

I should always follow the instructions of the teachers, and remain in the areas designated at all times, as these instructions are issued for my own safety and well-being.

I should be careful coming to and going from school, and throughout the day. In particular I should avoid swinging/climbing on posts, railings or furniture.

I should always walk while in the school building and remain seated when instructed to do so and while eating lunch.

I should never leave the school grounds without the permission of a teacher, and bring a note of explanation following absences.

I understand that I am expected to take responsibility for my own safety and behave in a sensible manner.

I am aware that if I need to contact home I will be allowed to use the school phone, as mobile phones are forbidden (except when specific permission is granted).

Caring for myself and my own learning:

I should always do my best in school by listening carefully, working as hard as I can and by completing my homework.

I should respect myself and my property, always keeping my school bag, books and copies in good order.

I should show respect for my school and be proud to wear the complete school uniform every day.

I should always be aware of my personal cleanliness.

I should always bring a sensible, nutritional lunch to school. Crisps, fizzy drinks, or chewing gum are not permitted.

I should always be in school when the bell rings at 9.10 a.m.

Caring for others:

I should always show respect for, kindness to, and inclusion of my fellow pupils, teachers and all members of the school community. I know name-calling, vulgar language or spoiling games organised by others will not be tolerated.

I should never touch others in a way that makes them feel uncomfortable.

I should not behave in a way likely to cause injury or discomfort to others.

I should refrain from behaviours that interfere with my own learning and that of others.

I should be truthful and honest at all times in my interaction with others, and own up promptly if I have misbehaved.

I should show respect for the property of my fellow pupils, the school building and grounds, and the local area.

I understand that other people have different needs, opinions and experiences than me, and I should respect those differences.

Bullying:

“Bullying is repeated aggression, verbal, psychological or physical conducted by an individual or group against others. Isolated incidents of aggressive behaviour, which should not be condoned, can scarcely be described as bullying. However, when the behaviour is systematic and ongoing, it is bullying”. (Department of Education definition).

Bullying is always unacceptable and incidents of bullying are treated very seriously.

I should inform a teacher as soon as possible if I witness or experience bullying in school.

(See Anti-Bullying Policy)

Parents are provided with the standards of behaviour expected in the school prior to the enrolment of their children, and they are required to confirm in writing that the Code of Behaviour is acceptable to them, and that they will make all reasonable efforts to ensure that their child complies with the rules of the school.

Whole school approach to promoting positive behaviourEvery member of the school community has a role to play in the successful implementation of the Code of Behaviour. Rules will be kept to a minimum and applied in a fair and consistent manner, with due regard to the age of pupils and to individual difference. Good behaviour is encouraged and rewarded as appropriate. Parents will be informed at an early stage when difficulties arise.

Curricular work in the school, especially SPHE and Religion, will be used to support the Code of Behaviour. The pupils will be encouraged to develop their communication skills, appropriate ways of interacting and behaving, and conflict management skills. Specific consideration will be given to children who need extra assistance in these areas. Attention will also be paid to helping children foster their self-esteem, citizenship and accommodation of difference.

Teacher responsibilities:

Supporting and implementing the Code of Behaviour

Creating a safe and positive climate in their classroom and school

Recognising and affirming good work and good behaviour

Identifying and providing for individual talents and differences

Supporting children to develop appropriate behaviour

Modelling good behaviour through being courteous, consistent and fair

Keeping opportunities for disruptive behaviour to a minimum

Dealing appropriately with incidences of misbehaviour

Maintaining records of serious misbehaviour and informing the principal as necessary

Supporting colleagues in dealing with misbehaviour

Communicating with parents when and where necessary

Liaising with the appropriate support services (NEPS, Tusla) when appropriate

Assisting with the formulation, review and monitoring of the Code of Behaviour and other related policies

The principal’s responsibilities:As well as the responsibilities she shares with her teaching colleagues listed above, the principal is also responsible for:

Arranging for the review of the Code of Behaviour as necessary

Creating a positive whole-school climate

Providing appropriate support and resources to the teaching staff

Liaising with the Board of Management / Parents’ Association as appropriate

Co-ordinating the activities, procedures and routines of the school so as to best support positive behaviour

Fulfilling the responsibilities delegated to her by the Board of Management with regard to record-keeping, resource management, suspension/expulsions etc.

Responsibilities of auxiliary staff:

Supporting the teaching staff in implementing the Code of Behaviour

Informing teacher/principal of incidents of misbehaviour

Modelling good behaviour through being courteous, consistent and fair

Contributing to the fostering of a positive school climate

Supporting children to develop appropriate behaviours

Responsibilities of the Board of Management

Taking overall responsibility for the preparation/ monitoring / review of the Code of Behaviour

Supporting the principal in the application of a fair Code of Behaviour in the school

Providing the necessary resources to the school and its teachers so that good discipline can be upheld

Fostering understanding and co-operation among teachers, parents and pupils

Facilitation of staff development with regard to behavioural issues

The Board of Management is consulted in the event of a serious breach of the Code of Behaviour. The Board of Management has the authority to suspend or expel a student in accordance with ‘Developing a Code of Behaviour: Guidelines for Schools’ (NEWB: 2008) and has delegated the authority to suspend to the Principal in accordance with Chapter 11 of Developing a Code of Behaviour: Guidelines for Schools’ (NEWB: 2008).

Parent responsibilities:

Supporting the school in implementing the Code of Behaviour

Teaching and modelling appropriate behaviours to their children

Communicating with the school in relation to issues that may affect their children’s behaviour or school work

Fostering an appreciation of the importance of school and education in their children

Ensuring that their children attend school regularly and punctually (See School Attendance Policy) and that they have all the necessary books and materials

Helping their children access necessary support services

Pupil responsibilities:

Adhering to the school rules as listed above at all times, thereby attending to their own safety and learning and that of others

Contributing to the creation of a positive school climate

Assisting with drafting rules for their classroom/ specific activities

Discussing concerns with regard to the Code of Behaviour with their teachers/ parents

Fulfilling specific roles that they may be assigned from time to time e.g. delivering messages to other classrooms, paired reading etc.

Teachers differentiate their expectations of appropriate behaviour depending on the age and understanding levels of pupils, and it is recognised that some children will require additional supports in order to fulfil their responsibilities under the Code of Behaviour. Nevertheless, once these differentiated considerations are in place the provisions of the Code of Behaviour apply to all children in the school without exception.

Strategies for promoting positive behaviour

Clear expectations of appropriate behaviourPupils are regularly reminded of the school rules, and have a clear understanding of how they are to behave. The reasoning behind the rules is explained to the children, and the importance of behaving within the spirit of the rules is emphasised. Teachers try to be on one word regarding the application of the school rules and support each other in implementing rewards and sanctions, in keeping with a whole school approach to behaviour management.

Shared ownershipThe children are encouraged to develop a sense of pride and ownership in their school. All efforts are made to ensure that the school building and atmosphere are pleasant and attractive, so that the children do feel proud of their school. Links are maintained with the local community so that pupils understand the role of the school at the heart of the community.Where possible there is a delegation of responsibility within the classrooms so as to promote a sense of shared ownership, and children are encouraged to take responsibility for themselves and their work and to exercise self-discipline. The aims and objectives of the school are communicated to children in an age appropriate manner, and children are encouraged to understand the value of education and schooling.The staff organise visiting speakers, workshops, school trips, celebrations, assemblies etc. throughout the school year so that school has positive associations for the children. The children understand that if they behave in a trustworthy way they will be treated more trustingly, with positive implications for the types of activities/ projects etc. that are arranged for and with them.

PraiseWe recognise the value of praising and reinforcing positive behaviour. A variety of methods are used to praise and reward children, at the discretion of each teacher and depending on the age of the children etc. These may include: a quiet word or gesture to show approval, a comment in a pupil’s exercise book, a visit to another member of Staff for commendation, a system of merit marks, a mention to parent, written or verbal communication, Golden Time etc.

Reward systemsTeachers at their discretion may implement reward systems in their own classrooms that are appropriate for their class and complementary to their teaching style. These may involve stickers, prizes, progress charts etc.It is important, however, that the benefits of intrinsic motivation and self-discipline not be obscured by such reward systems. Care is taken that rewards do not become the goal of learning, result in unhelpful competition, repeatedly reward the same pupils or de-motivate certain pupils.

Reducing opportunities for inappropriate behaviourWe realise that a busy child is rarely a disruptive child. All efforts are made to match the curriculum to the abilities, aptitudes and interests of each pupil. Classroom management techniques that ensure a variety of activities and methodologies are practiced, so as to sustain pupil interest and motivation.The school practices effective supervision so that children have limited opportunities for poor behaviour. (See Supervision Policy Statement for details). In conjunction with this, the importance of self-discipline is emphasised, in an age appropriate way.

Home-school linksThe crucial importance of parental involvement in their children’s learning and behaviour is recognised in the school. Behavioural as well as academic matters are discussed at parent-teacher meetings and on school reports. The children know that teachers will contact their parents for clarification and to report misbehaviour, and similarly parents are encouraged to contact teachers if they have concerns about their children’s progress or behaviour in school. In some cases ongoing regular parent-teacher meetings form part of the behavioural management strategy. Teachers may also contact parents as a reward to children and to acknowledge exceptionally good progress or success.

Disapproval:While all efforts are made to ‘catch’ pupils behaving well, thereby reinforcing positive behaviour, teachers do need on occasion to express disapproval for misbehaviour. Often expressing disappointment in the behaviour, and letting the pupil know that they have ‘let-down’ the teacher is adequate. Further sanctions that may be implemented are discussed in the following section.

Sanctions for dealing with unacceptable behaviourProcedures for interventionWhen addressing inappropriate behaviour, St Patrick’s NS uses a problem solving approach, involving the following steps:1.Gathering information to understand the context and factors influencing the behaviour2.Formulating ideas about possible solutions that take account of the reasons why it may be happening3.Deciding and agreeing specific strategies4.Implementing the agreed strategies consistently5.Reviewing and evaluating the effectiveness of the intervention6.Keeping the relationship with the pupil as positive as possible and prioritising the early involvement of parents.These steps are carried out informally/formally, with the involvement of various personnel (e.g. individual teacher, teacher and colleagues, teachers and parents, teacher, parents, multi-disciplinary teams etc.) depending on the nature, circumstances and severity of the incident.Inappropriate behaviour is described with reference to its nature (e.g. unkind, disrespectful, hurtful, mean etc.) its intensity (e.g. planned, deliberate, rough etc.) and its persistence (e.g. repeatedly, daily, ongoing, occasionally etc.).The response to inappropriate behaviour is understood as occurring at three levels of intervention:

Support for all – most pupils behave appropriately with the help of consistent and clear guidelines, and only occasionally require intervention by the classroom teacher for minor breaches of the Code of Behaviour.

Additional support for some students – some pupils need more active intervention to help them improve their behaviour, such as a behaviour management plan which sets and monitors targets, the involvement of other teachers or a behaviour contract.

Specialised support for a small minority of students – a few students may show particularly challenging behaviour and may need a sustained and systematic response from all the important adults in their lives to learn improved behaviours. They may also require the involvement of specialised support services such as NEPS, the HSE Community Services, the National Behavioural Support Service, the NCSE, the Gardaí, or Adolescent Mental Health Services etc.

While all practicable efforts will be made to help children fulfil their responsibilities under the Code of Behaviour, all pupils, regardless of the level of intervention they require, are bound by the provisions of the Code of Behaviour.

Purposes of sanctionsThe purpose of a sanction is to bring about a change in behaviour through:

Helping pupils realise that their behaviour is unacceptable

Helping them to recognise the effect of their actions and behaviours on others

Helping pupils to recognise (in a way appropriate to their age and development) that they have choices about their own behaviour and that all choices have consequences

Helping them to take responsibility for their behaviour

Reinforcing the boundaries set out in the Code of Behaviour

Signalling to other pupils and staff that their well-being is valued and protected

In serious incidents, sanctions help:

Prevent serious disruption to teaching and learning

Keep pupils and staff safe

Examples of unacceptable misbehaviours and potential sanctionsThe minor, serious and gross misbehaviours listed below are provided as examples and should not be read as comprehensive or complete lists.The degree of misdemeanours i.e. minor, serious or gross, will be judged by the teachers and/or Principal based on a common-sense approach with regard to the gravity/frequency of such misdemeanours as follows:

Dealing with occurrences of minor misdemeanours:Minor misdemeanours will be dealt with at the discretion of the relevant teacher, through such strategies as:

Reasoning with pupils

Reprimand (including advice on how to improve).

Temporary separation from peers

Loss of privileges / privilege activities

Noting of incidents in anecdotal records

Referral to other staff member

Communication with parents

Detention during break time

Requesting letter of apology / written reinforcement of rule.

Other sanctions as deemed appropriate to combat particular misbehaviour (e.g. misbehaviour on basketball court at break may result in a ban from that area for a period of time etc. )

Pupils are generally not deprived of engagement in a curricular area, unless their participation is deemed unsafe for themselves or others, or seriously disruptive to the lesson.

Examples of serious misdemeanours:

Repeated incidents of minor misbehaviour

Refusing to comply with a sanction imposed for a minor misdemeanour

Telling lies

Stealing

Damaging or defacing school/ another pupil’s property

Bullying (See Anti-Bullying Policy)

Hurting a fellow pupil

Serious disrespect or discourtesy to members of school community

Deliberately ignoring the direction of a staff member

Leaving school premises during school day without appropriate permission.

Endangering self/fellow pupils.

Breaching the school’s Internet Acceptable Use Policy

Examples of steps that may be taken when dealing with seriousmisdemeanours:

All incidences of serious misbehaviour are reported to the principal

The relevant teacher investigates and records reports of serious misbehaviour. The nature, intensity and persistence of the behaviour, remorse of the pupil, extenuating circumstances etc. will dictate the form of the sanction/s imposed, in consultation with the principal and/or other relevant staff members.

A sanction or combination of the sanctions listed above may be implemented by the relevant teacher/principal. Pupils will be expected to apologise appropriately/ make amends for any consequences of their misbehaviour (e.g. clean graffiti off a desk etc.)

Class teacher / deputy principal/ principal may meet with the parents of the child involved with a view to resolving the issue and preventing such behaviour re-occurring.

Individualised Behaviour Management Plans may be devised for pupils whose behaviour is of persistent and serious concern. In formulating behaviour management plans, the school staff will try to identify the reasons underlying the misbehaviour and implement interventions accordingly. These interventions may involve reducing the demands placed on children in school, e.g. by reducing the curriculum load or implementing a reduced timetable. Behaviour Management Plans typically include ways to positively reinforce desired behaviour as well as ways to discourage inappropriate behaviour.

If appropriate, assistance may be sought from relevant support services or a multi-disciplinary team meeting convened to assist with the formulation of the Behaviour Management Plan and to advise on the most appropriate interventions for the particular child.

If appropriate the pupil may attend /join the meeting with parents so that the agreed interventions can be explained in the presence of their parents and all can be assured of a clear understanding.

A record of the incident/meeting/sanction imposed etc. are kept in the child’s file.

The steps outlined above with regard to serious misdemeanours also apply to incidences of gross misbehaviour. All relevant factors will be taken into account before the decision to impose certain sanctions is taken by the principal, in consultation with other staff members. We endeavour to follow at all times the requirements of fair procedures – the right to be heard and the right to impartiality.

If appropriate the principal and/or other staff members may meet with the parents of the pupil involved with a view to resolving the issue and preventing the behaviour re-occurring. The pupil and their parents may be asked to make amends for any loss suffered by the school and/or to apologise to affected parties.

In some cases of gross misdemeanour, suspension may be a proportionate and reasonable sanction. The requirements of Chapter 11 of ‘Developing a Code of Behaviour’ (NEWB 2008) will be followed when a suspension is being considered.

The principal has been authorised by the Board of Management to sanction immediate suspension of a pupil if the behaviour is judged, after a preliminary investigation, to be a danger to any member of the school community, and a formal investigation will commence after the suspension is imposed. Parents will immediately be informed and arrangements made for the student to be collected.

In other cases, where the behaviour appears serious enough to warrant suspension, but there is no apparent immediate danger to anyone’s safety, the behaviour will be investigated, parents and student will be informed of the complaint and given an opportunity to respond, before the suspension is imposed. The Board of Management has authorised the principal to impose a suspension for up to three days in such circumstances.

Generally, if a suspension longer than three days is being proposed by the principal, the matter should be referred to the Board of Management for consideration and approval, giving the circumstances and the expected outcomes. However, the Board of Management has authorised the principal with the approval of the Chairperson of the Board, to impose a suspension for up to five days in circumstances where a meeting of the Board cannot be convened in a timely fashion, subject to the guidance covering such suspensions.

The principal’s decision to impose a suspension may be appealed to the Board of Management. The Board of Management will be informed at each meeting of any suspensions imposed since the previous meeting.

On return from suspension the principal will usually meet with the parents and/or pupil to help ensure the misbehaviour does not occur again. The parents and the pupil may be asked to re-affirm their commitment to the Code of Behaviour and Behaviour Management Plan (if applicable).

The school recognises the gravity of expulsion as a sanction, but the Board of Management of St Patrick’s NS, Clonbullogue does have the authority to expel a pupil if circumstances warrant it. Expulsion will only be considered in exceptional cases, in accordance with Chapter 12 of Developing a Code of Behaviour’ (NEWB 2008). The Board of Management will seek advice from CPSMA/ Insurance company/ Tusla (or other appropriate agencies) if expulsion is being considered.

An incident form is completed for all incidents of gross misbehaviour and it is retained in the pupil’s file.

The school will endeavour to support other pupils/staff members who may have been negatively affected by the gross misbehaviour in so far as possible.

Depending on the severity and nature of the gross misdemeanour, the school may refer the incident to An Garda Siochaná and/or Tusla or other agency as appropriate.

In cases of sexual assault, the provisions of the Child Safeguarding Statement apply.

​​ In all cases, the requirements of the National Welfare Education Act 2000, and the ‘Guidelines for Schools for Developing a Code of Behaviour’ (NEWB:2008) will be followed, and should there be any contradiction between this policy and the guidelines, the guidelines, or other relevant legal requirements, will supersede this policy.

Application of the Code of BehaviourThe Code of Behaviour applies to all school-arranged activities, regardless of their location.The Board of Management of St Patrick’s NS does not accept responsibility for pupils before 9am (classes start at 9.10 am), or after the official closing time (2.50pm for 1st-6th classes, 1.50pm Infants), unless pupils are engaged in an extra-curricular activity that has been approved by the Board of Management. Parents are informed in advance of a change in school opening hours. Supervision is not provided outside of the notified opening hours, regardless of whether staff are on the school premises or not.

Success CriteriaIndicators of the success of this policy will include:

Observation of positive behaviour in classrooms, playgrounds and school environment, with few incidences of misbehaviour

Pupils exhibiting self-discipline

Positive feedback from teachers, parents and pupils

Consistent implementation of the practices and procedures outlined in the policy.

Implementation This policy reflects current practice in the school. It will remain in operation until its replacement is ratified by the Board of Management of St Patrick’s NS Clonbullogue.

Timetable for ReviewThe Code of Behaviour will be reviewed informally on an ongoing basis as circumstances and experience dictate. Unless legislative or other changes require it to be reviewed earlier, it will be formally reviewed during the school year 2020/2021.

Ratification and CommunicationA copy of the Code of Behaviour is sent to parents before enrolment and is available on the school website.

This policy was ratified by the Board of Management of St Patrick’s NS, Clonbullogue on May 1st 2018.